Sharing assessment & grading strategies that help students learn
Despite the fact that our school has had AFL as its Professional Development focus for the past 4 years, there is still much that we can learn from one another about how best to use assessment to increase learning. To foster continuous learning and improvement, we will start many of our faculty meetings with an AFL-related discussion question. The results of our discussions will be posted on a Forum Discussion such as this so that our ideas can be archived and better shared with one another.
Question for 1/22/13
When you find that you have several minutes left in class and you have finished your day's lesson or activity, what is an example of an AFL-ish activity* that you "pull out of your hat" so that you can teach until the final tone?
*(AFL-ish activity refers to activities designed to give you and/or your students feedback so that you and/or they know specifically how well the day's lesson was understood.)
If I have a few minutes at the end of the period, I pull some review comprehension questions in reading with a short passage. Since my only class is reading, this is what I do. I read the short paragraph and read a question. Then I either ask one student at a time and another can steal it if another doesn't get it, or I have them all answer on white boards. I also have vocabulary words that I go over each day and review on Fridays, so I will sometimes ask for the definition of a word or what it means in context. These can be done by individual students or as a group on white boards.
Quiz and drill on the day's lesson and or use sorting cards.
*Play review games and use candy as reward
*Have them do a practice problem from their workbook and collect it to assess their understanding
*Review vocabulary (especially in statistics)
*Come up with an exit slip question to assess their understanding of their day's lesson
*Allow time to begin on the homework assignment
*Play "Around the World" review games
(from half of the Math Department table)
Response for Justin, Sarah, Robyn, Pam, Amy, David, Anton, and Thad
We employ a variety of question/answer techniques. These could involve answering questions in a review packet, current event questions to tie the day's topic to what is going on in the present, the use of wipe boards, and the use of exit slips. Another technique is "Three Stars and a Wish". Students write down three facts they know, and then one thing they want to know more about.
1. Choose a letter of the alphabet and see how many German words students can think of which begin with that letter. Can we fill the board???
2. Hand out flashcards with vocab words and have students create a sentence using that word.
3. Have a vocabulary bee.
4. Hold up vocab cards and have students put the noun in each German case.
5. Use the time to "bond" with students and make personal connections!
Use "entry flash cards" as exit activity for remaining few minutes.
Armistead and Moody
I will pull up a Millionaire game from Quia and play it as a class. I will read question, count to 3 and everyone says their answer.
Thumbs up or thumbs down statement questions
White Board Reviews
SmartBoard Vocab Hangman
From Susan, Laura, and Michelle
1. Use individual white boards to check for understanding, 2. students individually assess their performance on a certain piece based on a scale from 1 to 5 showing with their fingers, and then make suggestions on how to improve their performance based on instruction given during class, 3. rapid fire questioning pointing at random students
In Spanish, we call out vocabulary words and ask them the meaning or ask them to spell them. Some of us use exit slips in our dept or ask questions about the day's lessons. Another idea....use a small, soft ball to throw to a student to ask a question about the lesson in the target language. Then that student throws it to another student to ask a question.
Get started on homework, exit ticket, discussion on current topic - related higher level thinking questions, getting to know kids time, quick quiz on vocab(verbal) calling on students individually ( from a few of the Science Department educators)
I give students a "Got it?" problem and walk around to see how well they are getting it and assist them if needed and address problems I see to the whole class. Sometimes I choose a random student to demonstrate the problem if time allows.
Jeff Bird uses Navigator software (practice SOL questions on computer) to review.